Zhytienova N. Theoretical and methodological foundations of professional training of pre-service science and mathematics teachers to use visualization technologies in the educational process

The specifics of digital didactic visual aids design are revealed. They consist in: display of learning material with the use of graphic and textual elements; graphical representation of their hierarchy and interconnections; the integrity of the visual image; the ability to use a variety of graphic means for attention control to focus on certain key elements and influence on the students’ imagination, memory and emotional sphere; the need to prevent unexpected Gestalt effects on the perception of the visual image. The system of requirements (pedagogical, psychological, ergonomic and aesthetic digital didactic) to visual aids is elaborated and specified. A classification of online tools for creating, modifying and adapting digital didactic visual aids has been developed. The tools are selected according to their effectiveness, functionality and efficiency of use in pedagogical practice. They are grouped into six categories: tools for creating visual support for the learning material presentation; tools for compression, structuring and systematization of the material; tools for the implementation of didactic games; modeling tools; tools for creating a common activity space; tools for real-time feedback. It is determined that the readiness of pre-service teachers of science and mathematics to use visual technologies is displayed in a set of their relevant knowledge and skills, strong desire to carry out such an activity, ability to assess and increase their own training level. In the structure of the said readiness the proper components are distinguished: motivational-value, cognitive, operational-instrumental, practical, reflexive-evaluative. The definition of a five-component structure makes the basis for developing a model for training potential science and mathematics teachers to use visualization technologies in the educational process. The effectiveness of teachers’ training in the use of visualization technologies is ensured by taking into account certain methodological approaches (systemic, synergetic, activity, acmeological, axeological, contextual and technological) and principles: general principles (principle of clarity, science, systematic and consistent learning, connection with practice etc.), and specific principles that take into account the specifics of the outlined training (innovation and advancement principle, the principle of aesthetics, and the principle of focus on cloud services). The structural-functional model of preparation of pre-service teachers of science and mathematics to use visualization technologies is developed and theoretically substantiated. Field – pedagogy.